LETRS Unit 4 Session 1-8 Answers ALREADY PASSED 2024 UPDATE

LETRS Unit 4 Session 1-8 Answers LETRS Unit 4 Session 1 Answers 1. Is it true that direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading? Answer: True. 2. Is it true that many common English words combine simple Anglo-Saxon words with Greek-derived forms? Answer: False. 3. What mental process is required for proficient word reading? Answer: Orthographic mapping. 4. From which language are new scientific terms in the physical sciences most likely to be coined? Answer: Greek. 5. Which sound-symbol correspondences are common in words of Anglo-Saxon origin? (Select all that apply.) Answer: Use of “kn” for the /n/ sound and use of silent “e”. LETRS Unit 4 Session 2 Answers 1. Is it acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities? Answer: False. 2. Do some letters of the alphabet never end a word in English? Answer: True. 3. Words in which the letter “y” stands for the short “i” sound (such as “rhythm” and “polyp”) are usually from which language? Answer: Greek. 4. When the /ch/ sound follows an accented short vowel, in which circumstance is the “tch” spelling of the /ch/ sound usually used? Answer: When the /ch/ sound follows an accented short vowel. 5. Which set of words does not follow the usual rules for pronunciation of “c” and “g”? (gills, cello, get) Answer: None of these sets of words follow the usual rules for pronunciation of “c” and “g.” LETRS Unit 4 Session 3 Answers 1. Should classifying syllable types in multisyllabic words be considered a scaffolding activity, not a goal in itself? Answer: True. 2. Can consonant-le (Cle) syllables occur anywhere within a word and be stressed or unstressed? Answer: False